Master of Science in Education

Wherever you are in your career, if you are involved in teaching or supporting learning within higher education, our Academic Practice programme will help you to improve your career prospects. You'll receive a wealth of practical advice and support to boost your competence, confidence and professional development.

The blended Academic Practice MEd gives you an excellent opportunity to engage in scholarly practice, theory and research related to higher education. It is designed to engage students in both initial and continuing professional development related to learning and teaching.

Gain a better understanding of a variety of higher education pedagogies through practice, reflection and engagement with theory. We will help you to gain professional recognition of your teaching through engagement with the UK Professional Standards Framework (UKPSF) for teaching and supporting learning and the University of Glasgows Recognising Excellence in Teaching (RET) framework.

With this MEd in Academic Practice, you will have the flexibility to study for a qualification from a world-renowned university while youre still in full-time employment.

The professional recognition and qualifications you gain through completion of this programme are designed to support you in advancing your academic career.

Contact Us

Email us at: leads-medap@glasgow.ac.uk

Why Glasgow?

Ranked 1st in the Russell Group for teaching - National Student Survey 2018

Ranked in the top 100 of the world's universities - QS World University Rankings 2019

School of Education ranked 1st in the UK – The Times Good University Guide 2018

Courses

The programme is built around four Phases of study. Phase 1 is initial professional development in learning, teaching and assessment in higher education and comprises three core courses. Phase 2 explores continuing professional development and comprises six optional courses.

Successful completion of all Phase 1 and two Phase 2 courses will result in the professional recognition as a RET Fellow, aligned against Descriptor 2 of the UKPSF. Phase 3 continues your learning journey. You will take five courses in total including the core Approaches to educational enquiry course as well as four other courses drawn from the remaining Phase 2 and Phase 3 offerings.

Phase 4 requires the completion of a Masters project related to your own academic practice and is delivered by distance learning.

Programme alteration or discontinuation The University of Glasgow endeavours to run all programmes as advertised. In exceptional circumstances, however, the University may withdraw or alter a programme. For more information, please see: Student Contract

Compulsory

Explore learning and teaching practices as part of your initial professional development as a teacher in higher education. You will be encouraged to apply learning to your teaching practice and to reflect on your teaching throughout the duration of the course.

EDUC5982Supervising Students (Phase 1)10 Credits

Through this course you will evaluate and reflect on supervision practices and develop an evidence-based understanding of approaches to supervision. This course explores supervision at undergraduate, taught postgraduate, PhD and professional doctorate levels. You will have the opportunity to compare practice against both institutional requirements and recent literature on effective supervision. Through exploring supervision practice you will develop evidence to claim additional dimensions of the UKPSF [A2, A4, K2].

EDUC5983Course Design in your Discipline (Phase 1)10 Credits

This course gives you the chance to design a course in your own subject or discipline in a supportive environment. It will cover: developing a rationale for introducing a new course; designing an aligned course; considering inclusive curricula; including assessment and feedback that enhances your students' learning and developing learning activities.

This course aims to provide skills and strategies to design an appropriate research enquiry, and covers methodologies, methods, and ethics in educational research.

EDUC5993Masters Project in Academic Practice (Phase 4)60 Credits

This course provides an opportunity to investigate a relevant area of higher education, with the aim to inform, enhance, and disseminate the participants' academic practice. It is intended that during the Masters project you focus in-depth on an area of your own practice for the enhancement of academic practice in higher education, and disseminate their understanding to the wider academic community. Assessment is specific to the individual and requires a dissertation (12,000-15,000 words) or other output, such as an artefact or substantial academic intervention/development.

Optional

This course is intended to provide you with a structured approach to critically analyse and thereby enhance assessment and feedback practice. The course will address issues such as approaches to and literacy within assessment and feedback and will require you to consider assessment and feedback practice within your own context.

EDUC5985Designing Active Pedagogies (Phase 2/3)10 Credits

Active learning in higher education can sometimes feel challenging due to the infrastructure surrounding your learning and teaching practice. Through this course, you will explore the ways in which your pedagogy can be adapted for new and existing learning environments to enhance engagement and activity in your teaching.

This course aims to introduce you to the scholarship of teaching and learning (SoTL) and support you in designing a SoTL project. You will be supported to learn more about SoTL, engage with SoTL publications and to learn a little more about SoTL approaches.

Implement your SoTL project in a supportive environment with LEADS staff and peers. Not only will you conduct your enquiry as part of this course, but you will also be given the opportunity to create a project output that is suitable for dissemination as well as having genuine impact on the enhancement of teaching and learning at the University of Glasgow.

EDUC5989Impact and Influence in Learning and Teaching (Phase 2/3)10 Credits

Explore concepts of leadership, impact and influence in learning and teaching and consider your professional development towards D3 (Senior Fellow) of the UKPSF. You will be supported to produce evidence of impact and influencing others in their learning and teaching practice, for example, planning and running workshops or mentoring colleagues. There is a significant practice impact involved in this course.

In order to undertake a piece of scholarship or educational research, you need to be able to engage with, and critically evaluate the current literature. This course will provide an opportunity for you to do just that, in an area of your choosing, related to your Higher Education context. In this course you will critically engage with SoTL outputs and research literature in HE, while focussing on an area of your academic practice. The peer support design of this course will enable you to collaborate in creating a resource that informs your developing academic practice beyond this course.

EDUC5992Analysing your Enquiry Data (Online) (Phase 2/3)10 Credits

This course gives you the tools to choose a method of analysis and use it to gain insight into your learning and teaching data. This course aims to equip participants with an understanding of approaches to analysing data and to inform educational enquiry.

Admissions Requirements

To be accepted to this programme, you must have:

You should have a confirmed teaching-related workload of at least 30 hours for the duration of the first year of the programme. This equates to 10% of the notional learning hours for the ‘Introduction to learning and teaching in higher education’ course. (A typical academic contract might have in the region of 200–400 hours of ‘teaching related workload’ per annum, though individual workloads do vary greatly)

Your ‘teaching-related workload’ must include student contact hours (these can be online) and assessment responsibilities. It is also expected that ‘teaching-related workload’ will include some degree of curriculum design responsibilities. ‘Student contact hours’ should normally equate to at least one third of the minimum teaching-related workload (i.e. around 10 hours). Where ‘student contact hours’ are considered to be ‘online teaching’, a calculation based on ‘notional learning hours’ will be conducted to quantify approximate contact. Typically, around 10% of the notional learning hours attributed to a course can be considered as ‘student contact hours’

If English is not your first language, the University sets a minimum English Language proficiency level. This is an IELTS overall score of 6.5 with no sub-test less than 6. If you do not have an IELTS test certificate, equivalent scores in other recognised qualifications may be accepted

To apply to this programme:

You must apply online. As part of your online application, you need to submit the following:

A copy (or copies) of your official degree certificate(s), if you have already completed your degree

A copy (or copies) of your official academic transcript(s), showing full details of subjects studied and grades/marks obtained

Official English translations of the certificate(s) and transcript(s)

One reference letter on headed paper

Evidence of your English Language ability (if your first language is not English)

Additional Information form 2019-20 as outlined on www.gla.ac.uk/myglasgow/leads/staff/taughtcourses/pgcap

Please check you meet the entry requirements for this programme before you begin your application.

You have 42 days to submit your application once you begin the process. You may save and return to your application as many times as you wish to update information, complete sections or upload supporting documents, such as your final transcript or your language test.